Effective Instructional Approaches
Edited By Lydiah Nganga, John Kambutu and William B. Russell III
Chapter Sixteen: Using Storytelling and Drama to Teach Understanding and Respect for Global Values and Beliefs: Thomas N. Turner, Dorothy Blanks, Sarah Philpott, & Lance McConkey
Thomas N. Turner Dorothy Blanks Sarah Philpott Lance McConkey
The essence of global education is building understanding of the complex and interrelated cultural, economic, political, and environmental systems of our world. The primary goal of global education is to prepare students to be effective and responsible citizens in a global society (Masataka & Merryfield, 2004). Global education needs to be a dimension that courses through the curriculum and a way of approaching everything we teach (Global Teacher Project, 2012). It implies the study of different countries and cultures and the problems and issues that face them. Drama and folk stories provide ideal teaching mechanisms through which to approach global education. Almost every type of dramatic activity and every story of and from a particular culture are rife with opportunities for evoking empathy and sympathy, enhancing admiration and problem solving, and sparking motivational emotion grabbing.
Gay and Hanley (1999) identified four ideas in social studies that are conducive to developing multicultural empowerment for middle school students. These ideas are equally relevant for global education and for students of all ages, and include the following: the importance of civic participation, which means active involvement and the possible reform of social, political, and economic institutions; developing a sense of community membership by realizing that humans are interdependent and interconnected; cooperation and collaboration, which grow when we work together for the common good, and share power, resources, privileges, and responsibilities; and the ability to problem solve and make decisions. The...
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